This paper discusses a one-page curriculum outline for a preschool mathematics program in Israel. The curriculum was developed in the course of preservice and inservice teacher education programs in Israel, and the mathematics activities offered to support the curriculum were developed by student teachers there. The curriculum starts from Ginsburg's (1977) recommendation to focus directly on numbers, not on readiness for learning numbers, and also draws on the work of Payne and Rathmell (1975), Gelman and Gallistel (1986), Resnick (1983), and Barrata-Lorton (1972, 1979). The curriculum integrates the NCTM (National Council of Teachers of Mathematics) Standards (1989) with specific learning expectations for children age 2 to 5. Within the curriculum, three assumptions state how young children learn mathematics: (1) by confronting tasks/problems which offer a variety of solution strategies; (2) by engaging in meaningful conversation with partners and in small groups about the tasks/problems: describing, explaining, deciding, considering; and (3) by encountering the mathematics in familiar situations: stories, songs, familiar games. The curriculum outline itself is a mapping of the conceptual contents: what young children learn about numbers. This extends from the earliest stages of exploring numbers to the formal addition and subtraction of the standard first-grade curriculum. Following a presentation of the one-page outline, the paper clarifies each subheading and offers examples of appropriate activities. (EV)